Rayleigh lidar studies of the Arctic middle atmosphere

Thesis (M.S.) University of Alaska Fairbanks, 2000Rayleigh lidar allows us to measure density and temperature structure of the atmosphere at heights from approximately 35 to 80 kilometers. A Rayleigh lidar was installed at Poker Flat Research Range in November of 1997 and has been operated routinely since. This thesis presents an engineering analysis of the lidar system performance and a scientific analysis of the data obtained. The engineering analysis considers the receiver and transmitter alignment of the lidar system and the signal quality of the lidar data. The scientific analysis considers the retrieval of density and temperature profiles under a range of geophysical conditions. This study uses a three-year data set that includes 38 nights of data

Vine Robots: Design, Teleoperation, and Deployment for Navigation and Exploration

A new class of continuum robots has recently been explored, characterized by tip extension, significant length change, and directional control. Here, we call this class of robots "vine robots," due to their similar behavior to plants with the growth habit of trailing. Due to their growth-based movement, vine robots are well suited for navigation and exploration in cluttered environments, but until now, they have not been deployed outside the lab. Portability of these robots and steerability at length scales relevant for navigation are key to field applications. In addition, intuitive human-in-the-loop teleoperation enables movement in unknown and dynamic environments. We present a vine robot system that is teleoperated using a custom designed flexible joystick and camera system, long enough for use in navigation tasks, and portable for use in the field. We report on deployment of this system in two scenarios: a soft robot navigation competition and exploration of an archaeological site. The competition course required movement over uneven terrain, past unstable obstacles, and through a small aperture. The archaeological site required movement over rocks and through horizontal and vertical turns. The robot tip successfully moved past the obstacles and through the tunnels, demonstrating the capability of vine robots to achieve navigation and exploration tasks in the field.Comment: IEEE Robotics and Automation Magazine, 2019. Video available at https://youtu.be/9NtXUL69g_

Keeping Off the Weight with DCs

Long studied as modulators of insulin sensitivity, adipose tissue immune cells have recently been implicated in regulating fat mass and weight gain. In this issue of Immunity, Reisner and colleagues (2015) report that ablation of perforin-expressing dendritic cells induces T cell expansion, worsening autoimmunity and surprisingly increasing adiposity

The I SEE project : An approach to futurize STEM education

In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.In the world where young people feel that the future is no longer a promise but a threat, and science and technology are sources of fears and global problems, a challenging task for education is to support students in imagining a future for the world and for themselves. The aim of the EU-funded project “I SEE” is to create an approach in science education that addresses the problems posed by global unsustainability, the uncertainty of the future, social liquidity and the irrelevance of STEM education for young people. This way, we believe, STEM education can support young people in projecting themselves into the future as agents and active persons, citizens and professionals, and open their minds to future possibilities. In this paper we propose a teaching and learning approach for futurizing science education, and describe how that approach was used to develop the first I SEE module implemented in summer school in June 2017 with students from three countries. In sum, the I SEE teaching and learning approach consists of three stages and learning outcomes connected to each of them: encountering the focal issue; engaging with the interaction between science ideas and future dimensions, and synthesizing the ideas and putting them into practice. The middle stage of the model is the main part, involving future-oriented practices that turn knowledge into future- scaffolding skills. We describe four kinds of such future-oriented practices: a) activities to flesh out the future-oriented structure of scientific discourse, language and concepts; b) activities inspired by futures studies or by the working life and societal matters; c) exposure activities to enlarge the imagination about possible future STEM careers; and d) action competence activities. We conclude the paper by reflecting on our experiences of the implementation of the climate change module with upper secondary school students.Peer reviewe

Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains

Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children’s language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in classrooms where children made varying language gains. Using a purposeful sample of 60 early childhood classrooms, 30 in which children made higher language gains and 30 in which children made lower language gains, we explored the organization of the physical classroom literacy environment, classroom management, classroom time, and classroom activities. Research Findings: Results indicated that the organization of classroom time and classroom activities, but not of the classroom literacy environment nor of classroom management, differed across classrooms. Differences between classrooms were particularly salient in the fall. Practice or Policy: Findings suggest similarities and differences in the organizational patterns of classrooms, both at the start of the school year and across time. This has implications for how early childhood classrooms are organized to facilitate children’s language learning and highlights the importance of supporting teachers with establishing classroom organization early in the school year. Furthermore, these results emphasize the value of using multiple measures when exploring classroom organization

Paraneoplastic leukocytosis in a dog following liposarcoma resection

A 10-year-old, female, neutered cocker spaniel presented for surgical debulking of an axillary and cranial thoracic wall liposarcoma. Pre-surgical blood analysis demonstrated anaemia (packed cell volume 17%), leukocytosis (white blood cell count 43.95 × 10 9/L) and thrombocytopenia (15 × 10 9/L), with platelet loss secondary to chronic intra-lesional haemorrhage or immune-mediated destruction, and concomitant Staphylococcus pseudintermedius urinary tract infection. A blood transfusion and antibiotics were administered before surgery. Within 48 hours after surgery, an extreme leukocytosis (white blood cell count 170 × 10 9/L), involving a severe left shift neutrophilia (95 × 10 9/L) was observed; this resolved within 10 days. Serum granulocyte-colony stimulating factor levels were similar to controls. The extreme leukocytosis was suspected to be related to a paraneoplastic leukaemoid reaction combined with an expected postoperative mild leukocytosis. Further investigation into the pathophysiology underlying similar cases is required. One month after surgery, all haematological abnormalities had normalised, and metronomic chemotherapy with chlorambucil commenced.</p

Global ecological predictors of the soil priming effect.

Identifying the global drivers of soil priming is essential to understanding C cycling in terrestrial ecosystems. We conducted a survey of soils across 86 globally-distributed locations, spanning a wide range of climates, biotic communities, and soil conditions, and evaluated the apparent soil priming effect using 13C-glucose labeling. Here we show that the magnitude of the positive apparent priming effect (increase in CO2 release through accelerated microbial biomass turnover) was negatively associated with SOC content and microbial respiration rates. Our statistical modeling suggests that apparent priming effects tend to be negative in more mesic sites associated with higher SOC contents. In contrast, a single-input of labile C causes positive apparent priming effects in more arid locations with low SOC contents. Our results provide solid evidence that SOC content plays a critical role in regulating apparent priming effects, with important implications for the improvement of C cycling models under global change scenarios